I am Mary Wyers, and I am an English language arts teacher. I am currently a reading intervention teacher at Simmons Middle School in Hoover, Alabama. I am also an adjunct professor at The University of Alabama in Birmingham in the Department of Curriculum and Instruction for the School of Education.
I am developing a unit of study for eighth graders for the drama version of The Diary of Anne Frank.
Prior to reading, I will have the students enter the classroom, instruct them to put their books on their desk and go and sit silently without moving in a small, taped-off area in the middle of the room. I will refuse to answer any immediate questions and remind them that they will receive a zero for the day if they do not cooperate, make a sound or movement. After 2-3 minutes, I instruct the students to return to their desks. I will lead a discussion: How did you feel when you had no "voice" or opinion in this matter? Was it fair that I would punish you with a zero for the day if you spoke or made movement? Why or why not? What could you do to make your voice known? Then, I will use an anticipation guide with the clickers as a pre-reading strategy.
I want to read the drama from the text, have the students read a second novel on the topic of the Holocaust, blog with another 8th grade language arts class across the U.S. by discussing their reactions to reading the drama version, have a Holocaust survivor come in to speak, show an online tour of the Anne Frank house, show excerpts from the Anne Frank movie, read excerpts from the actual diary, and do a cumulating project that requires the students to enter the creative writing contest "Imagining the Holocaust".
Paper Clips. Another source you might find helpful and of interest is a book called _We Are Witnesses: Five Diaries of Teenagers Who Died In The Holocaust_ by Jacob Boas. It includes a section on Anne Frank, but it also includes four other teenagers' perspectives as well.
Questions:
What kind of personal losses (other than death) did the victims of the Holocaust experience?
What was living through the Holocaust like?
What kind of adjustment period was there for survivors of the Holocaust when they got home?
What were the events leading up to the Holocaust?
Goals:
Students will understand the experiences of Anne Frank. Students will understand the events leading up to WW2 and the Holocaust.
Students will appreciate the staggering effects on the Jewish community from the Holocaust by learning the statistics and personal stories from survivors.
Students will complete a project showing their ability to compare different works of literature and display their knowledge using multiple genres.
Students will read the drama version of The Diary of Anne Frank and a second novel on the topic of the Holocaust of their choice.
Objectives:
Students will compare and contrast two works of literature based in the same time period through their plots, characters, and settings with one work being Anne Frank.
Students will discuss and analyze the types of loss experienced by survivors of the Holocaust.
Students will use their knowledge of the time to understand the repurcussions of the Holocaust on the Jewish, European, and American communities.
Course of Study: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
Anne Frank drama
Holocaust novels (to be named later)
Online tour of Anne Frank house
Anne Frank poem (from text)
Holocaust survivor (more of a resource than material)
Anne Frank movie
Excerpts from Anne Frank Diary
Timeline for the Holocaust
First lesson draft: First Day! Goal: Students will be introduced to the topic of the Holocaust and use their existing knowledge to generate questions about the subject. Objectives: Students will be able to:
1. Identify prior knowledge about the Holocaust.
2. Generate questions regarding information they want to know about the Holocaust.
3. Draw personal reactions
Materials:
Clickers
Interactive Board
Document camera, markers
Student journals
Procedure:
1. Students will come into the classroom and sit in the designated taped-off area. (2 to 3 minutes)
2. Teacher will lead discussion with students about their reactions to sitting silently and motionless and having no voice in the matter or its consequences. (3 minutes)
3. Students will free write in their journals their reaction to the activity. (5 minutes)
4. Students will participate in a pre-reading activity with an anticipation guide using clickers (5 minutes)
5. Students will participate in a cloze reading activity (adapted from Alfred Tatum, author of Reading and Writing For Resiliency) of Act I to engage critical thinking skills.
6. Students will visit this wiki to view as an additional resource for learning more about Anne Frank and the Holocaust.
7. Students will learn about the elements of drama such as script, stage directions, Acts, scenes, and props.
Reflection: Materials:
Poem:
The version inscribed at the United States Holocaust Memorial Museum in Washington, D.C. reads:
First they came for the Socialists, and I did not speak out - because I was not a Socialist. Then they came for the Trade Unionists, and I did not speak out - because I was not a Trade Unionist. Then they came for the Jews, and I did not speak out - because I was not a Jew. Then they came for me - and there was no one left to speak for me
Nonfiction Title Annotation / Rationale / Content Connection: The Diary of a Young Girl is a book that contains Anne Frank's diary that she wrote when she was a young adolescent. At the time, she was in hiding from the Nazis during World War II. Her diary entries are very emotional, powerful, and vivid. Therefore, the reader is able to imagine what life was like for Anne during such a difficult time.
I chose this book because I think that it would be a great choice for a middle school language arts classroom. I feel that middle school students would be able to identify with Anne Frank since she was around the same age as them when she wrote the diary. I think middle school students will enjoy being able to read about Anne since her diary gives them a first hand look into her life. The diary also shows students a form of writing and may encourage them to start keeping their own diary. This book would be good to use in conjunction with journals in the language arts classroom. I also think this book would be a great and interesting way to learn about the events of World War II as well as the Nazis and concentration camps.
Image: Annefrank.jpg
Another nonfiction text that could be paired with it is Zlata's Diary -- about a young girl living in Sarajevo during the Bosnian War (1991-1993). I'll also bring in a nonfiction collection of other adolescent diary entries from the Holocaust.
AFTER-READING STRATEGIES Retellings: I think this after-reading strategy would work the best for this book because students will probably have a lot of thoughts after reading the personal stories in Anne Frank's diary. I think allowing them to discuss what they read in small groups or even as a whole class would help them to better understand the diary and make sense of what is going on. It also may help them to make some personal connections to Anne's story. When I tried this strategy, it really made me put what happened into my own words. Since I was able to do that, it let me know that I was comprehending what I read. Sketch to Stretch: I think this strategy would work great with this book as well. I would love to see what kinds of illustrations students would come up with after reading Anne's diary and how they chose to capture part of the text as a drawing.
Diary of Anne Frank Background Information Part 1: by Josmith This video is part one in a three part series, which gives an overview of Anne Frank's life.
Diary of Anne Frank Background Information Part 2
Diary of Anne Frank Background Information Part 3
Locations of major events in Anne Frank's life.
Holocaust
Holocaust Caution: this video contains graphic images of Holocaust survivors and victims in concentration camps.
AnneFrank as a Writer
external image Dagboek%20Anne%20Frank.jpg
For the 10th anniversary of the United States Holocaust Memorial Museum, the museum's curators decided to display Anne Frank's complete original writings in one place. In the process, they discovered a talented but little-known writer, who transformed her loneliness into hope for the future. In this interview Sara J. Bloomfield, Director of the United States Holocaust Memorial Museum, explores the extraordinary precocity of Anne Frank and what her creativity and her loss means for people today.
From the American Holocaust Museum: Introduction to the Holocaust
amholomuseum.png
Pictures of Anne Frank
external image nie-anne.jpg
Pictures of her sister, Margot Frank
Imagining the Holocaust
a Writing Competition for
Middle School & Senior-High School Students
Sponsored by the English Department of
Jacksonville State University
"Why teach Holocaust history?" is a question that several professors at Jacksonville State University have struggled to answer. "Imagining the Holocaust" is one way we are attempting to teach Holocaust history and its importance to our daily lives because by teaching about Holocaust history we can learn about ourselves.
To this end, interested English faculty at JSU developed the idea of "Imagining the Holocaust," a writing contest designed to teach Holocaust history and its continuing influence in today's world to middle school and high school students in the state of Alabama. The competition is open to many kinds of writing, from essays to more creative approaches in poetry and fiction. Entries are due each spring, and prizes, including U.S. Savings Bonds worth $100, $75, and $50 to the top three winners in each category, will be awarded. Please use the following links to find out more information and download guidelines and entry forms (free Acrobat Reader needed, available for download here):
Steven Whitton at 256.782-5414 or by email Margaret Copeland--Contest Coordinator for grades 7 & 8, at 256.782-5454 or by email Susan Ashley--Contest Coordinator for grades 9-12, at 256.782-8483 or by email Contact any of us by mail: Department of English, Jacksonville State University, 700 Pelham Road North, Jacksonville, Alabama 36265
Some Online Sources - | - Teaching the Holocaust - | - Compiled by Dr. Steven Whitton
Film footage of Anne Frank– Filmed in celebration of a neighbor’s wedding in July of 1941, shortly before the Frank family went into hiding, this is the only footage of Anne Frank.
We Remember Anne Frank– Scholastic’s unit includes interviews withMiep Gies, the loyal employee of the Frank family. Lessons are arranged by grade level, starting with grade 3.
Anne Frank, Writer– From EDSITEment (National Endowment for the Humanities), this site scaffolds their lessons and provides resources for connecting Anne’s story to other examples of racism and exclusion.
Diary of Anne Frank, the movie– PBS provides aTeacher’s Guideto accompany the DVD (which you can order from the site). The site also includes theTake Actionpage, a listing of projects and activities for empowering students to make a difference. In the current test-driven climate, all too often the reading of powerful stories ends with the “what,” and students are not moving on to explore the next two components, so essential to meaningful learning: “so what” and “now what.”
What is the Holocaust? A Brief Introduction to the Holocaust Between 1933-1945, the Nazi government attempted to eliminate the Jewish people and other minority groups throughout Europe. The Nazis killed over 5 million Jews, including 1.5 million children. There were approximately 3 million Jews left in Europe out of the over 9 million who lived there before the Holocaust. As soon as Hitler took power in 1933, the German government passed laws to remove Jewish people’s rights as citizens. Ultimately, in German-occupied Europe, the Jews were forced by law to live in specific zones within the cities, called ghettos. From there, the Nazis moved many Jews to labor camps and death camps. In addition to Jewish people, the Nazis targeted other minority groups. This included Gypsies, the disabled, political dissidents, Jehovah Witnesses, homosexuals, and Soviet prisoners of war. In December of 1942, a single Nazi decree ordered Gypsies from all over Europe to be deported to the death camp in Auschwitz. When they arrived, 16,000 were immediately murdered. Throughout the Holocaust, the Nazis killed millions non-Jews. The Holocaust Center
After the Holocaust by Howard Greenfeld, 2001, "On May 8, 1945, the Allies-Great Britain, France, the USSR, and the United States-announced the unconditional surrender of Germany..." Amazon $28.03 Ten Thousand Children: True Stories Told by Children Who Escaped the Holocaust on the Kindertransport by Anne Fox (Author), Eva Abraham-Podietz (Author), 1998, A book of true events told by the actual children who survived the Holocaust Amazon $9.83 I Am a Star: Child of the Holocaust by Inge Auerbacher, 1996, The author recounts her time during the Holocaust with short memoirs in this book. Amazon $5.99 Anne Frank: Beyond the Diary - A Photographic Remembrance by Ruud Van der Rol (Author), Rian Verhoeven (Author), Tony Langham (Translator), Plym Peters (Translator), 1995, This journal started by anne Frank when she was 13 years old and the pictures in the book coinside with her infamous diary. Amazon $8.79 Anne Frank: Diary of a Young Girl (Complete and Unabridged) by Anne Frank, 2006, Amazon $24.40
Fiction Books
Number the Stars by Lois Lowry,1998, A historical tale of a girl trying to help Jewish friends escape the Nazi soldiers. Amazon $6.99
A Nightmare in History: The Holocaust 1933-1945 by Miriam Chaikin, 2002, The nightmare of the Holocaust recaptured in photographs. Amazon $6.49
The Cage by Ruth Minsky Sender, 1997, This book is about a young girl's life in Aushwitz. Amazon $6.99
Museums
USE MAPQUEST TO HELP PLAN YOUR TRIP TO ONE OR ALL OF THE FOLLOWING MUSEUMS! Mapquest The Anne Frank Museum 38 Crosby Street, Fifth Floor New York, NY 10013 tel: (212) 431-7993, fax: (212) 431-8375 Anne Frank Museum website
Use the words below to narrow your search about The Holocaust. Nazi Genocide Germany War Crime Death Camp Ghetto WWII Adolf Hitler Anne Frank Anti Semitism Concentration Camps Poland
Bibliography Sources
20th Century America/ World War II 1939-1945 Danbury, Conn. : Grolier Educational Corp., 1995. Reader’s Guide to Periodical Literature, 1998 Literature of the Holocaust, U.S. Holocaust Research Institute Library, Holocaust Research Institute Library online
Ready References and Index Sources
The Penguin Factfinder New York : Penguin USA. 2005. National Geographic Index 1888-1988 Washington, D.C.: National Geographic Society, 1989. Books in Print 2003-2004 New Providence, NJ: Bowker, 2005.
Dictionary and Encyclopedia Sources
The Encyclopedia of World War II Spencer C. Tucker, editor, Priscilla Mary Roberts, editor, 2004. The Oxford Companion to World War II I.C.B. Dear, general editor, consultant editor, M.R.D. Foot. Oxford ; New York : Oxford University Press, 1995. Webster’s Third New International Dictionary Philip Babcock Gove, editor in chief, and the Merriam-Webster editorial staff Springfield, Mass. : Merriam-Webster, 1993.
Geographical Sources
Rand McNally Atlas of World History R.I. Moore, general editor Chicago : Rand McNally, 1987. The Harper Atlas of World History New York : Harper & Row, 1987. MapQuest
Biographical Sources
Women in World History: A Biographical Encyclopedia Anne Commire, editor, Deborah Klezmer, associate editor. Waterford, CT : Yorkin Publications, 1999-2000. The Riverside Dictionary of Biography: A comprehensive Reference Covering 10,000 of the World's Most Important People, From Ancient Times To The Present Day Boston : Houghton Mifflin, 2005. The Holocaust ProjectThe Holocasut Project Online
A Teacher's Guide to the Holocaust A wonderful site full of timelines, images, activites, and other web sources for students. Holocaust Education Resources This site was created by the Holocaust Education Foundation. It provides teachers with lesson plans, essays, adn books about the Holocaust. Education World This site includes 10 lesson plans gearded towards students 5th grade and up.
Video Sources
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Holocaust: The Liberation of Auschwitz (2005) $12.99
The boy2.jpg
The Boy in the Striped Pajamas, Classroom Edition $24.49
Anne.jpg
Anne Frank: The Whole Story $9.49
The Final Journey: by Gudrun Pausewang
Alice and her grandparents hid in a basement apartment until they were told that they were being taken to the east. Alice had no idea what her journey was going to entail when the door of the railway car slammed shut. The Final Journey is a heart-wrenching account of the relocation of Jewish people to Auschwitz as seen through the eyes of a young girl. This novel would be appropriate for grades 8 and up.Buy The Final Journey from Amazon.com Kindertransport: by Olga Levy Drucker Kindertransport is an autobiographical account of children who were sent to far away England to escape Hitler's wrath. The author gives a very honest portrayal of a young girl's fears and frustrations of being in a country without knowing the language or customs. The novel also explores the uncertainty of what the future held for the thousands of children who were on the Kindertransport. This novel would be appropriate for grades 6 through 8. Buy Kindertransport from Amazon.com We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust: by Jacob Boas Five teenagers living in different parts of Europe share their lives, fears and confusions through diaries written while under Hitler's rule. After reading this collection, you will realize that all five teenagers had hopes for the future...but they all met the same fate. Jacob Boas, a survivor of the Nazi concentration camps, guides the reader through the diaries of these five teenagers through realistic eyes and a compassionate heart. To truly understand the impact of this novel, a clear understanding of European geography would be necessary. We Are Witnesses would be a good novel to use with high school age students. Buy We Are Witnesses : Five Diaries of...from Amazon.com After the War: by Carol Matas
After being liberated from the Buchenwald, Ruth thought that she was the only person from her family that survived. She returned to her home to find nothing there for her. As a result of that trip home, Ruth chose to join Brichah, the underground organization that helped fellow survivors flee to Palestine. This novel gives an historically accurate account of the dangers that the members of Brichah encountered on their journey to Palestine. Buy After the War from Amzon.com Waiting for Anya: by Michael Morpurgo
This novel brings to light the German occupation of France during the years of the Holocaust. Jo, a teenager living in Lescun, France, learns the true meaning of courage when he meets Benjamin, a Jewish man who is not only hiding from the Nazis, but is also waiting for the return of his daughter, Anya. While in hiding, Benjamin establishes an escape post in Lescun for Jewish children and Jo helps Benjamin in saving the children. The novel has many suspense-filled situations and is appropriate for grades 6 through 8. Buy Waiting for Anya from Amazon.com The Devil's Arithmetic: by Jane Yolen
This novel tells the story of Hannah and her trip to the past. During the Passover Seder, Hannah finds herself in a Polish village during the 1940's. She discovers that she is the only one able to predict to the villagers what is going to happen to them when the Nazi soldiers come to take them away. To help students understand this novel better, the students should have an understanding of the Passover Seder. The Devil's Arithmetic can be a bit confusing in the beginning, but is a novel that gives a clear and vivid picture of the journey to and life in a concentration camp. This novel is appropriate for grades 6 through 8.Buy The Devil's Arithmetic from Amazon.com
cover
Adler, David A. **//We Remember the Holocaust//**. New York: Henry Holt and Company, 1989 Appleman-Jurman, Alicia. Alicia, My Story. New York: Bantam Books, 1988
cover
Auerbacher, Inge. I Am A Star. New York: Puffin Books, 1986
Ayer, Eleanor. The United States Holocaust Memorial Museum. New York: Dillon Press, 1994 Bitton-Jackson, Livia. I Have Lived a Thousand Years. New York: Scholastic, 1997 //**The United States Holocaust Memorial...**//
cover
Boas, Jacob. We Are Witnesses. Five Diaries of Teenagers Who Died in the Holocaust. New York: Scholastic Books, 1995
A terrifying account of the Nazi death camp horror that turns a young Jewish boy into an agonized witness to the death of his family...the death of his innocence...and the death of his God. Penetrating and powerful, as personal as The Diary Of Anne Frank, Night awakens the shocking memory of evil at its absolute and carries with it the unforgettable message that this horror must never be allowed to happen again.
Description from Publisher
Nobel laureate Elie Wiesel's wrenching attempt to find meaning in the horror of the Holocaust is technically a novel, but it's based so closely on his own experiences in Birkenau, Auschwitz, and Buchenwald that it's generally--and not inaccurately--read as an autobiography. Like Wiesel himself, the protagonist of Night is a scholarly, pious teenager racked with guilt at having survived the genocidal campaign that consumed his family. His memories of the nightmare world of the death camps present him with an intolerable question: how can the God he once so fervently believed in have allowed these monstrous events to occur? There are no easy answers in this harrowing book, which probes life's essential riddles with the lucid anguish only great literature achieves. It marks the crucial first step in Wiesel's lifelong project to bear witness for those who died.
Wiesel's The Night Trilogy has a different effect to each of its readers. This book is filled with many metaphors and symbolic phrases. Each one being traced back to the death of those who were close to the narrator. The book shifts from the incidents of the Holocaust to other events in the narrator's life.
The overall story takes place during the events of three combined novels. Each unique in its own way, but combined, tell the story of a Holocaust survivor. The novel Night tells the story of a pre-adelescent boy who witnesses life in a ghetto and Holocaust camp first hand. Dawn shows the changes that occur in the narrators life after the Halocaust. His outlook on his life and others changed along with his religion. The Accident depicts the discovery of Wiesel's reason for living. Overall the Trilogy is filled with a sense of the Holocaust and the effects of it on an individual.
To understand the enormity of the Holocaust, students in Whitwell, Tennessee, a town without Jews, began collecting paper clips, one for each victim of the Nazis. German journalists Dagmar and Peter Schroeder, who helped the project garner world-wide attention, retell the exciting story of how a student effort culminated in the creation of the Children's Holocaust memorial, a symbol of tolerance and hope.
One and a half million children and teenagers were murdered by the Nazis. This photo-history, produced in association with the U.S. Holocaust Memorial Museum, focuses on what happened to young people whose world of family and friends, school and play, was destroyed. More than 30 short, accessible chapters cover the general history, including the rise of Hitler, the ghettos, the transports, the camps, the gas chambers, and the movements of resistance and rescue. Sidebars tell the ongoing stories of individual young people and show their ID photos; some of the individuals are pictured several times during the period 1933-45, but many don't survive. The writing is direct, with no histrionics or gimmicks. A wealth of material drawn from the museum's large collection of photographs and taped oral and video histories supports the facts. The systematic murder is confronted here. We're told of the brutality, the medical experiments, and the corpses stacked up like cordwood, and there are pictures of the death marches and the gas chambers. The Jews were the main target of Nazi hatred, but throughout the book, Bachrach also talks about other groups and individualsincluding Gypsies, homosexuals, and the disabledwho were marked as enemies of the state. The book's design is clear, with a spacious chronology at the back, a long bibliography, subdivided by genre and reading level, and an appendix of population figures by country.
This is one of the best books available for introducing the subject to young people and an excellent text for the Holocaust curriculum now required in many states.
Welcome to Wiki With Wyers
I am Mary Wyers, and I am an English language arts teacher. I am currently a reading intervention teacher at Simmons Middle School in Hoover, Alabama. I am also an adjunct professor at The University of Alabama in Birmingham in the Department of Curriculum and Instruction for the School of Education.
I am developing a unit of study for eighth graders for the drama version of The Diary of Anne Frank.
http://history1900s.about.com/od/annefrank/http://history1900s.about.com/od/annefrank/Anne_Frank.htm
drama version of The Diary of Anne Frank
Prior to reading, I will have the students enter the classroom, instruct them to put their books on their desk and go and sit silently without moving in a small, taped-off area in the middle of the room. I will refuse to answer any immediate questions and remind them that they will receive a zero for the day if they do not cooperate, make a sound or movement. After 2-3 minutes, I instruct the students to return to their desks. I will lead a discussion: How did you feel when you had no "voice" or opinion in this matter? Was it fair that I would punish you with a zero for the day if you spoke or made movement? Why or why not? What could you do to make your voice known? Then, I will use an anticipation guide with the clickers as a pre-reading strategy.
I want to read the drama from the text, have the students read a second novel on the topic of the Holocaust, blog with another 8th grade language arts class across the U.S. by discussing their reactions to reading the drama version, have a Holocaust survivor come in to speak, show an online tour of the Anne Frank house, show excerpts from the Anne Frank movie, read excerpts from the actual diary, and do a cumulating project that requires the students to enter the creative writing contest "Imagining the Holocaust".
Paper Clips.
Another source you might find helpful and of interest is a book called _We Are Witnesses: Five Diaries of Teenagers Who Died In The Holocaust_ by Jacob Boas. It includes a section on Anne Frank, but it also includes four other teenagers' perspectives as well.
Questions:
- What kind of personal losses (other than death) did the victims of the Holocaust experience?
- What was living through the Holocaust like?
- What kind of adjustment period was there for survivors of the Holocaust when they got home?
- What were the events leading up to the Holocaust?
Goals:- Students will understand the experiences of Anne Frank. Students will understand the events leading up to WW2 and the Holocaust.
- Students will appreciate the staggering effects on the Jewish community from the Holocaust by learning the statistics and personal stories from survivors.
- Students will complete a project showing their ability to compare different works of literature and display their knowledge using multiple genres.
- Students will read the drama version of The Diary of Anne Frank and a second novel on the topic of the Holocaust of their choice.
Objectives:- Students will compare and contrast two works of literature based in the same time period through their plots, characters, and settings with one work being Anne Frank.
- Students will discuss and analyze the types of loss experienced by survivors of the Holocaust.
- Students will use their knowledge of the time to understand the repurcussions of the Holocaust on the Jewish, European, and American communities.
Course of Study: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.First lesson draft:
First Day!
Goal: Students will be introduced to the topic of the Holocaust and use their existing knowledge to generate questions about the subject.
Objectives: Students will be able to:
- 1. Identify prior knowledge about the Holocaust.
- 2. Generate questions regarding information they want to know about the Holocaust.
- 3. Draw personal reactions
Materials:- Clickers
- Interactive Board
- Document camera, markers
- Student journals
Procedure:- 1. Students will come into the classroom and sit in the designated taped-off area. (2 to 3 minutes)
- 2. Teacher will lead discussion with students about their reactions to sitting silently and motionless and having no voice in the matter or its consequences. (3 minutes)
- 3. Students will free write in their journals their reaction to the activity. (5 minutes)
- 4. Students will participate in a pre-reading activity with an anticipation guide using clickers (5 minutes)
- 5. Students will participate in a cloze reading activity (adapted from Alfred Tatum, author of Reading and Writing For Resiliency) of Act I to engage critical thinking skills.
- 6. Students will visit this wiki to view as an additional resource for learning more about Anne Frank and the Holocaust.
- 7. Students will learn about the elements of drama such as script, stage directions, Acts, scenes, and props.
Reflection:Materials:
- Poem:
The version inscribed at the United States Holocaust Memorial Museum in Washington, D.C. reads:First they came for the Socialists, and I did not speak out - because I was not a Socialist. Then they came for the Trade Unionists, and I did not speak out - because I was not a Trade Unionist. Then they came for the Jews, and I did not speak out - because I was not a Jew. Then they came for me - and there was no one left to speak for me
Nonfiction Title Annotation / Rationale / Content Connection:
The Diary of a Young Girl is a book that contains Anne Frank's diary that she wrote when she was a young adolescent. At the time, she was in hiding from the Nazis during World War II. Her diary entries are very emotional, powerful, and vivid. Therefore, the reader is able to imagine what life was like for Anne during such a difficult time.
I chose this book because I think that it would be a great choice for a middle school language arts classroom. I feel that middle school students would be able to identify with Anne Frank since she was around the same age as them when she wrote the diary. I think middle school students will enjoy being able to read about Anne since her diary gives them a first hand look into her life. The diary also shows students a form of writing and may encourage them to start keeping their own diary. This book would be good to use in conjunction with journals in the language arts classroom. I also think this book would be a great and interesting way to learn about the events of World War II as well as the Nazis and concentration camps.
Another nonfiction text that could be paired with it is Zlata's Diary -- about a young girl living in Sarajevo during the Bosnian War (1991-1993). I'll also bring in a nonfiction collection of other adolescent diary entries from the Holocaust.
AFTER-READING STRATEGIES
Retellings: I think this after-reading strategy would work the best for this book because students will probably have a lot of thoughts after reading the personal stories in Anne Frank's diary. I think allowing them to discuss what they read in small groups or even as a whole class would help them to better understand the diary and make sense of what is going on. It also may help them to make some personal connections to Anne's story. When I tried this strategy, it really made me put what happened into my own words. Since I was able to do that, it let me know that I was comprehending what I read.
Sketch to Stretch: I think this strategy would work great with this book as well. I would love to see what kinds of illustrations students would come up with after reading Anne's diary and how they chose to capture part of the text as a drawing.
http://murrayhill.wikispaces.com/Diary_of_Anne_Frank
Diary of Anne Frank Research<
Historical Background
Diary of Anne Frank Background Information Part 1: by JosmithThis video is part one in a three part series, which gives an overview of Anne Frank's life.
Diary of Anne Frank Background Information Part 2
Diary of Anne Frank Background Information Part 3
Locations of major events in Anne Frank's life.Holocaust
Holocaust
Caution: this video contains graphic images of Holocaust survivors and victims in concentration camps.
Anne Frank as a Writer
For the 10th anniversary of the United States Holocaust Memorial Museum, the museum's curators decided to display Anne Frank's complete original writings in one place. In the process, they discovered a talented but little-known writer, who transformed her loneliness into hope for the future. In this interview Sara J. Bloomfield, Director of the United States Holocaust Memorial Museum, explores the extraordinary precocity of Anne Frank and what her creativity and her loss means for people today.
To learn more about the writing of Anne Frank, visit the United States Holocaust Memorial Museum
From the American Holocaust Museum: Introduction to the Holocaust
Pictures of Anne Frank
Pictures of her sister, Margot Frank
Imagining the Holocaust
Middle School & Senior-High School Students
Sponsored by the English Department of
Jacksonville State University
"Why teach Holocaust history?" is a question that several professors at Jacksonville State University have struggled to answer. "Imagining the Holocaust" is one way we are attempting to teach Holocaust history and its importance to our daily lives because by teaching about Holocaust history we can learn about ourselves.
To this end, interested English faculty at JSU developed the idea of "Imagining the Holocaust," a writing contest designed to teach Holocaust history and its continuing influence in today's world to middle school and high school students in the state of Alabama. The competition is open to many kinds of writing, from essays to more creative approaches in poetry and fiction. Entries are due each spring, and prizes, including U.S. Savings Bonds worth $100, $75, and $50 to the top three winners in each category, will be awarded.
Please use the following links to find out more information and download guidelines and entry forms (free Acrobat Reader needed, available for download here):
(describing the contest)
Entry Form
Guidelines
Entry Form
Guidelines
For further information please contact:
Steven Whitton at 256.782-5414 or by email
Margaret Copeland--Contest Coordinator for grades 7 & 8, at 256.782-5454 or by email
Susan Ashley--Contest Coordinator for grades 9-12, at 256.782-8483 or by email
Contact any of us by mail: Department of English, Jacksonville State University, 700 Pelham Road North, Jacksonville, Alabama 36265
Some Online Sources - | - Teaching the Holocaust - | - Compiled by Dr. Steven Whitton
International:
Yad Vashem, Jerusalem: http://www.yadvashem.org/National:
Holocaust Survivors: http://www.holocaustsurvivors.org/United States Holocaust Memorial Museum: http://www.ushmm.org/
USC Shoah Foundation Institute: http://www.usc.edu/schools/college/vhi/
Regional:
Birmingham Holocaust Education Committee: http://bhamholocausteducation.org/
Holocaust Museum Houston: http://www.hmh.org/
Here’s what I have so far:
Holocaust
Picture courtesy of: www.israelnewsagency.com
Introduction
What is the Holocaust?A Brief Introduction to the Holocaust Between 1933-1945, the Nazi government attempted to eliminate the Jewish people and other minority groups throughout Europe. The Nazis killed over 5 million Jews, including 1.5 million children. There were approximately 3 million Jews left in Europe out of the over 9 million who lived there before the Holocaust.
As soon as Hitler took power in 1933, the German government passed laws to remove Jewish people’s rights as citizens. Ultimately, in German-occupied Europe, the Jews were forced by law to live in specific zones within the cities, called ghettos. From there, the Nazis moved many Jews to labor camps and death camps. In addition to Jewish people, the Nazis targeted other minority groups. This included Gypsies, the disabled, political dissidents, Jehovah Witnesses, homosexuals, and Soviet prisoners of war.
In December of 1942, a single Nazi decree ordered Gypsies from all over Europe to be deported to the death camp in Auschwitz. When they arrived, 16,000 were immediately murdered. Throughout the Holocaust, the Nazis killed millions non-Jews.
The Holocaust Center
Research Help
Ask Kids Search for the Holocaust A great search engine for kids.The Nizcor Project This site offers a search field to look for Holocaust information.
The Holocaust History Project Search for Holocaust facts using this search engine.
Dewey Classifications
296- Judaism909- World history
940- European history
Web Sources
These websites are very thorough and cover all types of information that pertains to the Holocaust.United States Holocaust Museum
The Jewish Virtual Library
The Holocaust
The Holocaust
Non-Fiction Books
After the Holocaustby Howard Greenfeld, 2001,
"On May 8, 1945, the Allies-Great Britain, France, the USSR, and the United States-announced the unconditional surrender of Germany..."
Amazon $28.03
Ten Thousand Children: True Stories Told by Children Who Escaped the Holocaust on the Kindertransport
by Anne Fox (Author), Eva Abraham-Podietz (Author), 1998,
A book of true events told by the actual children who survived the Holocaust
Amazon $9.83
I Am a Star: Child of the Holocaust
by Inge Auerbacher, 1996,
The author recounts her time during the Holocaust with short memoirs in this book.
Amazon $5.99
Anne Frank: Beyond the Diary - A Photographic Remembrance
by Ruud Van der Rol (Author), Rian Verhoeven (Author), Tony Langham (Translator), Plym Peters (Translator), 1995,
This journal started by anne Frank when she was 13 years old and the pictures in the book coinside with her infamous diary.
Amazon $8.79
Anne Frank: Diary of a Young Girl (Complete and Unabridged)
by Anne Frank, 2006,
Amazon $24.40
Fiction Books
Number the Starsby Lois Lowry,1998,
A historical tale of a girl trying to help Jewish friends escape the Nazi soldiers.
Amazon $6.99
A Nightmare in History: The Holocaust 1933-1945
by Miriam Chaikin, 2002,
The nightmare of the Holocaust recaptured in photographs.
Amazon $6.49
The Cage
by Ruth Minsky Sender, 1997,
This book is about a young girl's life in Aushwitz.
Amazon $6.99
Museums
USE MAPQUEST TO HELP PLAN YOUR TRIP TO ONE OR ALL OF THE FOLLOWING MUSEUMS!Mapquest
The Anne Frank Museum
38 Crosby Street, Fifth Floor
New York, NY 10013
tel: (212) 431-7993, fax: (212) 431-8375
Anne Frank Museum website
The United States Holocaust Memorial Museum
100 Raoul Wallenberg Place, SW
Washington, DC 20024-2126
Main telephone: (202) 488-0400
TTY: (202) 488-0406
The United States Holocaust Memorial Museum website
Virginia Holocaust Museum
2000 East Cary Street
Richmond, Virginia 23223
The Virginia Holocaust Museum website
Images
Pictures courtesy of: www.martinfrost.ws, www.mn3050.k12.sd.us, www.ushmm.org
Keywords and Searches
Use the words below to narrow your search about The Holocaust.Nazi
Genocide
Germany
War Crime
Death Camp
Ghetto
WWII
Adolf Hitler
Anne Frank
Anti Semitism
Concentration Camps
Poland
Bibliography Sources
20th Century America/ World War II 1939-1945Danbury, Conn. : Grolier Educational Corp., 1995.
Reader’s Guide to Periodical Literature, 1998
Literature of the Holocaust, U.S. Holocaust Research Institute Library, Holocaust Research Institute Library online
Ready References and Index Sources
The Penguin Factfinder New York : Penguin USA. 2005.National Geographic Index 1888-1988 Washington, D.C.: National Geographic Society, 1989.
Books in Print 2003-2004 New Providence, NJ: Bowker, 2005.
Dictionary and Encyclopedia Sources
The Encyclopedia of World War II Spencer C. Tucker, editor, Priscilla Mary Roberts, editor, 2004.The Oxford Companion to World War II I.C.B. Dear, general editor, consultant editor, M.R.D. Foot. Oxford ; New York : Oxford University Press, 1995.
Webster’s Third New International Dictionary Philip Babcock Gove, editor in chief, and the Merriam-Webster editorial staff Springfield, Mass. : Merriam-Webster, 1993.
Geographical Sources
Rand McNally Atlas of World History R.I. Moore, general editor Chicago : Rand McNally, 1987.The Harper Atlas of World History New York : Harper & Row, 1987.
MapQuest
Biographical Sources
Women in World History: A Biographical Encyclopedia Anne Commire, editor, Deborah Klezmer, associate editor. Waterford, CT : Yorkin Publications, 1999-2000.The Riverside Dictionary of Biography: A comprehensive Reference Covering 10,000 of the World's Most Important People, From Ancient Times To The Present Day Boston : Houghton Mifflin, 2005.
The Holocaust Project The Holocasut Project Online
Government and Special Sources
Library of CongressReference USA through NC Live
www.archives.gov
Teacher Resources
A Teacher's Guide to the Holocaust A wonderful site full of timelines, images, activites, and other web sources for students.Holocaust Education Resources This site was created by the Holocaust Education Foundation. It provides teachers with lesson plans, essays, adn books about the Holocaust.
Education World This site includes 10 lesson plans gearded towards students 5th grade and up.
Video Sources
The Final Journey: by Gudrun Pausewang
Alice and her grandparents hid in a basement apartment until they were told that they were being taken to the east. Alice had no idea what her journey was going to entail when the door of the railway car slammed shut. The Final Journey is a heart-wrenching account of the relocation of Jewish people to Auschwitz as seen through the eyes of a young girl. This novel would be appropriate for grades 8 and up.Buy The Final Journey from Amazon.com
Kindertransport: by Olga Levy Drucker
We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust: by Jacob Boas
After the War: by Carol Matas
After being liberated from the Buchenwald, Ruth thought that she was the
This novel brings to light the German occupation of France during the years of the Holocaust. Jo, a teenager living in Lescun, France, learns the true meaning of courage when he meets Benjamin, a Jewish man who is not only hiding from the Nazis, but is also waiting for the return of his daughter, Anya. While in hiding, Benjamin establishes an escape post in Lescun for Jewish children and Jo helps Benjamin in saving the children. The novel has many suspense-filled situations and is appropriate for grades 6 through 8. Buy Waiting for Anya from Amazon.com
The Devil's Arithmetic: by Jane Yolen
This novel tells the story of Hannah and her trip to the past. During the
Night By Elie Wiesel
Description from Publisher
Nobel laureate Elie Wiesel's wrenching attempt to find meaning in the horror of the Holocaust is technically a novel, but it's based so closely on his own experiences in Birkenau, Auschwitz, and Buchenwald that it's generally--and not inaccurately--read as an autobiography. Like Wiesel himself, the protagonist of Night is a scholarly, pious teenager racked with guilt at having survived the genocidal campaign that consumed his family. His memories of the nightmare world of the death camps present him with an intolerable question: how can the God he once so fervently believed in have allowed these monstrous events to occur? There are no easy answers in this harrowing book, which probes life's essential riddles with the lucid anguish only great literature achieves. It marks the crucial first step in Wiesel's lifelong project to bear witness for those who died.
Description from Amazon.com
The Night Trilogy :
Night, Dawn, the Accident By Elie Wiesel
The overall story takes place during the events of three combined novels. Each unique in its own way, but combined, tell the story of a Holocaust survivor. The novel Night tells the story of a pre-adelescent boy who witnesses life in a ghetto and Holocaust camp first hand. Dawn shows the changes that occur in the narrators life after the Halocaust. His outlook on his life and others changed along with his religion. The Accident depicts the discovery of Wiesel's reason for living. Overall the Trilogy is filled with a sense of the Holocaust and the effects of it on an individual.
Description from Amazon.com Customer Review
Six Million Paper Clips: The Making Of A Children's Holocaust Memorial
By
Description from Publisher
Tell Them We Remember :
The Story of the Holocaust
This is one of the best books available for introducing the subject to young people and an excellent text for the Holocaust curriculum now required in many states.
Description from Booklist